Annotation from the Connection Collection
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| Title: | The Influence of home-based reading interactions on 5-year-olds' reading motivations and early literacy development |
| Author: | Sonnenschein, S., & Munsterman, K. |
| Year: | 2002 |
| Resource Type: | Journal Article |
| Publication Information: |
Early Childhood Research Quarterly, 17(3) pp. 318-337 |
| Connection: | School-Family |
| Education Level: | Early Childhood/Pre-K |
| Literature type: | Research and Evaluation |
Annotation:
This study explores the associations between the affective quality of young children's reading interactions with family members and children's early literacy skills and motivations for reading. The authors noted that the study was one of a very small number that have addressed the affective quality of reading interactions. The study found a significant association between the affective quality of the reading interaction and children's motivation for reading. However, neither the affective quality not the content of parents' interactions was significantly related to any of the literacy-related skills assessed in the study. The authors found that reading frequency was most strongly associated with children's literacy-related skills. The study used a non-random sample of 30 families with 5-year-old children who were participating in a larger longitudinal study of children's reading development; for this study, the researchers included only families who reported having home-based storybook reading interactions at least once a month. Most of the families (25 of 30) were low-income; about half were African-Americans and half were European-Americans. During the summer before kindergarten entry, children in the study were videotaped reading both a familiar and an unfamiliar book with a member of their family. A researcher coded both the nature of comments made about each book and the affective quality of the interactions. A second coder was used on a subset of interactions to assure interrater reliability. Data also were collected from parents regarding the frequency of their children's home reading activities. Assessments of children's phonological awareness, orientation toward print, and story comprehension were made using adaptations of commonly used tasks; the researchers pilot-tested the measures to help assure their appropriateness for the children being studied.
Suggested Citation Style:
- Sonnenschein, S., & Munsterman, K. (2002). The Influence of home-based reading interactions on 5-year-olds' reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318-337.